| human | Q5 |
| P185 | doctoral student | Nicole Haag | Q102711647 |
| P69 | educated at | Free University Berlin | Q153006 |
| P734 | family name | Lüdtke | Q59913702 |
| Lüdtke | Q59913702 | ||
| Lüdtke | Q59913702 | ||
| P735 | given name | Oliver | Q2110096 |
| Oliver | Q2110096 | ||
| P21 | sex or gender | male | Q6581097 |
| Q44100671 | A 2 × 2 taxonomy of multilevel latent contextual models: accuracy-bias trade-offs in full and partial error correction models |
| Q59153313 | A Bayesian Approach for Estimating Multilevel Latent Contextual Models |
| Q40158713 | A Bayesian Approach to More Stable Estimates of Group-Level Effects in Contextual Studies |
| Q44594416 | A general and flexible approach to estimating the social relations model using Bayesian methods |
| Q46671994 | A new look at the big five factor structure through exploratory structural equation modeling |
| Q36680660 | A random walk down university avenue: life paths, life events, and personality trait change at the transition to university life |
| Q48494312 | Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering |
| Q43655737 | Agency-communion and interest in prosocial behavior: social motives for assimilation and contrast explain sociocultural inconsistencies |
| Q50920160 | Cherish yourself: longitudinal patterns and conditions of self-esteem change in the transition to young adulthood. |
| Q59153399 | Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept |
| Q59153371 | Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects |
| Q59602792 | Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics |
| Q59153326 | Contrast and assimilation effects of dimensional comparisons in five subjects: An extension of the I/E model |
| Q45199728 | Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement |
| Q58164180 | Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition |
| Q58164194 | Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference |
| Q59153322 | Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains |
| Q47856120 | Do girls really experience more anxiety in mathematics? |
| Q44338758 | Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error |
| Q47188282 | Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork |
| Q59153401 | Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching |
| Q39859551 | Exploring Factor Model Parameters across Continuous Variables with Local Structural Equation Models |
| Q48303677 | Goal and personality trait development in a transitional period: assessing change and stability in personality development |
| Q56874219 | Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics |
| Q47286697 | Improved HPLC-method for estimation and correction of amino acid losses during hydrolysis of unknown samples |
| Q47205238 | Integrating Covariates into Social Relations Models: A Plausible Values Approach for Handling Measurement Error in Perceiver and Target Effects |
| Q51946689 | Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement. |
| Q58164056 | Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains |
| Q48376158 | Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering |
| Q50659734 | Longitudinal transactions between personality and occupational roles: a large and heterogeneous study of job beginners, stayers, and changers. |
| Q47709499 | Majoring in Selection, and Minoring in Socialization: The Role of the College Experience in Goal Change Post-High School |
| Q50972391 | Military training and personality trait development: does the military make the man, or does the man make the military? |
| Q47418430 | More Stable Estimation of the STARTS Model: A Bayesian Approach Using Markov Chain Monte Carlo Techniques |
| Q40977876 | Multiple imputation of missing covariate values in multilevel models with random slopes: a cautionary note |
| Q31127636 | Multiple imputation of missing data in multilevel designs: A comparison of different strategies |
| Q59395020 | Nested multiple imputation in large-scale assessments |
| Q59602862 | Performance decline in low-stakes educational assessments: different mixture modeling approaches |
| Q36764571 | Personality and relationship quality during the transition from high school to early adulthood |
| Q45146117 | Personality traits and living arrangements in young adulthood: selection and socialization |
| Q59153373 | Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept |
| Q58164108 | Predicting career aspirations and university majors from academic ability and self-concept |
| Q47741978 | Predicting global and topic-specific certainty beliefs: domain-specificity and the role of the academic environment |
| Q56874217 | Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study |
| Q41042992 | Self-esteem Is Mostly Stable Across Young Adulthood: Evidence from Latent STARTS Models |
| Q38757626 | Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors |
| Q47218479 | Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept |
| Q34993555 | Short assessment of the Big Five: robust across survey methods except telephone interviewing |
| Q59153412 | Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others |
| Q46661739 | Social dominance in adolescence: the moderating role of the classroom context and behavioral heterogeneity |
| Q50540230 | Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. |
| Q40132744 | Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective |
| Q59153453 | Teacher frame of reference and the big-fish–little-pond effect |
| Q59153425 | The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation |
| Q58523056 | The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research |
| Q64936632 | The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test. |
| Q52921212 | The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept. |
| Q40976571 | The Kind of Student You Were in Elementary School Predicts Mortality |
| Q40927425 | The Stability of Extreme Response Style and Acquiescence Over 8 Years |
| Q52916069 | The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. |
| Q59153441 | Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics |
| Q47656882 | Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? |
| Q47704721 | Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits |
| Q56627550 | Was messen internationale Schulleistungsstudien? - Resultate kumulativer Wissenserwerbsprozesse |
| Q59600765 | What makes lessons interesting? The role of situational and individual factors in three school subjects |
| Q40018735 | Whose "Storm and Stress" Is It? Parent and Child Reports of Personality Development in the Transition to Early Adolescence |
| Q43436086 | Why item parcels are (almost) never appropriate: two wrongs do not make a right--camouflaging misspecification with item parcels in CFA models |
| Q56028051 | Within-school social comparison: How students perceive the standing of their class predicts academic self-concept |
| Q102711647 | Nicole Haag | doctoral advisor | P184 |
| Oliver Lüdtke | wikipedia |
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